ABSTRACT
This chapter collects together some thoughts about the bases of the Schools Council Humanities Project in general, and about John Elliott’s paper ‘The Concept of the Neutral Teacher’ in particular. I shall try to argue that whilst any teacher who sees his task largely in terms of the development of rational understanding is bound to sympathise strongly with the aspirations of the Project, nevertheless there are features of the underlying arguments that are by no means clear, and about which there should be much further discussion.
